hoies at 14+

Choices Booklet

Saint Bede’s Catholic High School

CHOICES AT 14+

2021 - 2023

This is an important time for Year 9 pupils as they prepare to move into the last two years in school. At this

time, pupils should find themselves asking some deep and important questions about their future and

about themselves. What sort of person am I? What sort of person do I hope to become? How can I best

achieve success at school? What do I want to be?

The GCSE and other courses we offer are aimed at helping pupils meet national demands and

expectations, whilst also providing a breadth and variety of subjects that will engage and interest young

people. As a school, we also tailor the curriculum so that the subjects we teach, and the manner in which

they are taught, can be different for different groups of pupils to enable them to reach their target grades.

This booklet should help parents to be fully informed and involved in the discussion about the courses on

offer to pupils. You will have opportunities to discuss the various options with staff at school; furthermore,

we would recommend that parents and pupils consult the websites of colleges, employees and

universities. The following websites are very useful:

Russell Group Universities

Their main website can be found at:

https://www.russellgroup.ac.uk

The link below takes you to an interactive guide on post-16 education for those considering applying to Russell Group Universities.

https://www.informedchoices.ac.uk/

Careersbox

www.careersbox.co.uk

This website has numerous video clips of real people talking about real jobs. It also has an excellent section on apprenticeships.

National Careers Service

https://nationalcareers.service.gov.uk/

This is the Government’s own career website for all ages. Very informative on careers, courses, CV writing and so on.

Apprenticeships

www.apprenticeships.org.uk and www.apprenticeshipguide.co.uk

Both these websites give you all the information you will need on apprenticeships and also have ‘live’ apprenticeship vacancies.

Every effort will be made to give pupils their first choice of courses, but please be aware that the final decision will be subject, amongst other things, to the viability of courses and the staffing available. Parents and pupils will have a number of weeks to consider the options available before final choices are made.

The key dates to be aware of are:

Friday 19th March 2021 ‘Choices 14+’ booklet emailed to parents. A form will be emailed separately.

Friday 19th March -

Thursday 6th May 2021

Opportunities for parents and pupils to discuss choices, email subject leaders

with queries and for pupils to discuss option subjects with their class teachers.

Friday 14th May 2021 Choices form to be returned to school to Mrs Langley via Form Tutors

Introduction

Year 9 Choices Booklet

https://www.russellgroup.ac.uk

https://www.informedchoices.ac.uk/

http://www.careersbox.co.uk

https://nationalcareers.service.gov.uk/

http://www.apprenticeships.org.uk

http://www.apprenticeshipguide.co.uk

Introduction Pupils will take GCSEs in the core subjects of: Religious Education, English Language, English Literature and

Mathematics. All students will study Science for 6 hours each week across all three subject areas of biology,

chemistry and physics. Throughout the course, science teachers will work with pupils and parents to agree the best

examination route for each pupil.

All pupils will also have one hour of physical education (Core P.E.) which does not lead to a certificate and will study

citizenship and PSHE at various times throughout the year.

In addition, pupils will be able to identify GCSE subject preferences in option blocks 1-3. The Duke of Edinburgh

Award is being offered as an extra-curricular activity after school.

Core Subjects

Option Subject 1

Option Subject 2

GCSE Courses Other Courses

Religious Education P.E.

English Language Citizenship and PSHE

English Literature Computing

Mathematics

Science

History

Geography

French

Food Preparation and Nutrition

VCert in Health and Fitness

Pupils will choose one course from Option 1 (and will indicate ‘R’ for their reserve choice):

All pupils will study these courses:

Business Studies

P.E.

Music

Art

History

VCert in Business and Finance


Option Subject 3

French

Business Studies

Photography

Drama

Computer Science

Product Design

Food Preparation and Nutrition


Duke of Edinburgh Award Extra Curricular

Year 9 Choices Booklet

Year 9 Options Booklet

The EBacc (The English Baccalaureate) ‐ though not a qualification in itself ‐ is a measure of strength in some core

academic subjects; specifically, English, mathematics, history or geography, the sciences (including computer science)

and a modern foreign language. Research with universities and employers have shown that these subjects most of all

indicate overall academic strength and are therefore the ones that will keep the most ‘doors open’ for students in the

future. Students wishing to apply to the Russell Group universities, or those who are unsure about future career plans,

are encouraged to include a range of EBacc subjects if appropriate. All pupils will study English, mathematics and the

sciences (either double science or triple science) as part of their core curriculum. Students are strongly encouraged to

also study French and a humanity (history or geography) as part of their option subjects. Importantly, however, it is not

the case that EBacc subjects are any better than other subjects. At Saint Bede’s, we know the value of all the other

non -Ebacc subjects in developing rounded individuals and as areas of study in their own right.

The English Baccalaureate (EBacc)


1) A study of Catholic Christianity, covering all four chapters:

Beliefs and Teachings - Trinity, Creation, Incarnation, Paschal Mystery, Salvation and Life after Death

Practices— Sacraments, Liturgical Worship, Popular Piety, Pilgrimage, Catholic Social Teaching and

Evangelisation.

Sources of Wisdom and Authority - Bible, Magisterium, Second Vatican Council, Our Lady and Decision

Making.

Forms of Expression—Church Architecture/Features, Sacred Objects, Artwork, Statues, Symbolism, Drama and

Music.

2) A study of Judaism, covering two chapters:

Beliefs and Teachings - The Almighty, Shekhinah, Messiah, Abraham, Sanctity of Life, Mitzvot and Life

after Death.

Practices - Public & Private Worship, Tenakh & Talmud, Shema & Amidah, Rituals, Festivals, Shabbat and

the Synagogue.

3) A study of Philosophy and Ethics, covering two chapters:

Arguments for the Existence of God - Miracles, Visions, Evil & Suffering and Design & Cosmological

Argument.

Relationships and Families in the 21st Century - Marriage and Divorce, Sexual Relationships, Families,

Contraception, Equality of Men and Women and Gender Prejudice & Discrimination.

Religious Education Religion, Philosophy and Ethics

CORE GCSE COURSE

Subject Leader: Miss Newsham

Specification: Edexcel Catholic Christianity Route A

What will I be studying?

How will I be assessed?

Three examination papers completed at the end of Year 11:

Paper 1 - Study of Religion—Catholic Christianity - 50%

Paper 2 - Study of Second Religion - Judaism - 25%

Paper 3 - Philosophy and Ethics - 25%

Possible career paths

Religious Education offers opportunities for further education and provides invaluable skills to enhance

many career opportunities. Pupils learn to think critically about contemporary world issues and to

analyse and evaluate between opinion, belief and fact. The course develops pupils’ independent working

skills and provides opportunities for conflict resolution and philosophical thinking. Pupils learn to respect

themselves and others and to recognise their role in creating a tolerant and inclusive community. In an

increasingly diverse society, the study of religion and ethics is vital for any future career.

Specific careers include: politics, law, health and medicine, journalism, media and entertainment (online/

TV/radio), community and social services, arts (designer/photographer/producer) and education.

GCSE English Language

Pupils will be taught how to:

Respond to analysis questions about language and structure based on an unseen 20th century

literary prose text.

Compare 19th and 21st century non-fiction texts.

Apply creative writing techniques in a well-structured narrative piece and learn how to write

non-fiction texts for different purposes and audiences.

Prepare and deliver a formal presentation and respond to questions and feedback. This task does

not contribute to the final grade but is awarded a separate mark which is published on the

certificate.

GCSE English Literature

Pupils will be taught how to:

Apply contextual knowledge in order to enhance understanding of set texts.

Respond to analysis questions based on extracts from a Shakespeare play, 19th century prose text

and a contemporary text.

Interpret language, form and structure, and its effects, in a variety of unseen poems and in 18

poems within the Eduqas poetry anthology.

Structure essays about various relevant themes, relationships between characters and the effects

of techniques used by writers and poets.

English Language &

English Literature Subject Leader: Mrs Blackburn

Specification: Eduqas English Language

Eduqas English Literature


English Language

Paper One: Structured questions based on a 20th century prose extract of literature and a creative

writing task selected from a choice of four titles.

Paper Two: Comparison of a 19th century and 21st century non-fiction text and two transactional/

persuasive writing tasks.

English Literature

Paper One: One extract question and one essay question based on the reading of a Shakespeare text

and two questions based on poems from the Eduqas Poetry Anthology, one of which involves

comparison.

Paper Two: One source-based question on a post 1914 prose/drama text, one source-based question

on a 19th century prose text and two questions on unseen poems, one of which involves comparison.




Studying English Language and Literature can make a significant contribution to any profession, as all jobs

require key communication skills such as the ability to speak well, listen to others, read varied texts and write

accurately. Possible career paths that link directly to English Language are teaching, law, journalism and the

media. Studying English Literature can make a significant contribution to any job that requires you to think

analytically. English Literature is a useful subject in many careers including politics, civil service, teaching, law,

journalism and social work.

CORE GCSE COURSE

Commencing in Year 9, you will continue the study of number, algebra, ratio, proportion and rates of

change, statistics, probability, geometry and measures building on their work in Years 7 and 8.

Mathematics

Subject Leader: Mr Youde

Specification: Edexcel


There are two tiers of entry: higher and foundation. On the foundation tier, questions are targeted at grades 5-1 and 9-4 on the higher tier.

All pupils sit three exam papers: two calculator papers and one non-calculator paper.

Each paper is worth 33.3% of the total marks and lasts for 1 hours, 30 minutes.




Studying mathematics can make a significant contribution to any job that requires you to use

calculations, from office work to careers in retail. It develops the skill of being able to reason and decide

which skill is needed to solve problems. Mathematics is a useful subject in many careers including

sales, marketing, business and construction. If you are interested in a career in accountancy, medicine,

engineering, architecture, teaching, IT, police force and many other areas, a good grade in GCSE

Mathematics is essential, and you may need to study it at A-level

CORE GCSE COURSE

At St Bede’s we offer 2 qualifications in GCSE Science. The majority of pupils will work towards the AQA:

Combined Science qualification (equivalent to 2 GCSEs); some of the more able pupils will be entered for

AQA Triple Science (Trilogy: equivalent to 3 GCSEs) at Higher Level. Finally, some pupils will be

encouraged to take the Triple Science route but at Foundation Level.

These decisions will be made with pupils, parents and guided by the Subject Leader for Science, Mr G

Smith.

AQA: Combined Science

At Key Stage 4 all pupils will follow this linear Science course which delivers across all three subjects:

Biology, Chemistry and Physics. The Combined Science GCSE content is similar to the Triple Science

GCSE; however, it’s value will be equivalent to 2 GCSEs.

Assessment for the Combined Science GCSE consists of 6 examinations all conducted at the end of Year

11. Each examination will assess a different topic area (2 Biology, 2 Chemistry and 2 Physics).

AQA: Triple Science

Triple Science pupils will follow the same subject content for the Combined Science as well as the further

material required for the three separate sciences.

Entry at Higher Tier is targeted at pupils expecting to obtain a Grade 7 or higher. Pupils will require high

levels of Science and numeracy and will need to currently be in Set 1 or 2 for both Maths and Science.

Science

Subject Leader: Mr Smith

Specification: AQA: Combined Science

AQA: Triple Science


For the Combined Science and Triple Science course, there will be 6 examinations completed at the end

of Year 11 - two biology, two chemistry and two physics.




There's more to Science careers than stereotypes suggest; you can work in laboratories, offices, hospitals,

factories or crime scenes. Science opens pathways for limitless career choices.

CORE GCSE COURSE

History OPTION 1 & 2



YEAR 10

America-Opportunity and inequality 1920-1973

We will study the social history of America during this period, looking at Henry Ford, growth of cinema

and jazz, role of women and popular culture. We will go on to look at how WWII affected America and

how the people searched for the ‘American Dream’. This topic will finish by looking at the 1950’s rock

and roll, role of television and finishing with the Civil Rights movement, focusing on key individuals such

as Martin Luther King and Malcolm X.

Conflict and tension in Asia 1950-1975

We will study the causes, events and consequences of two key wars that shaped Asia and played a

huge role in the Cold War: the Korean War and Vietnam War.

YEAR 11

Britain-Power and People

This section will focus on how rebellions and protests over 900 years have shaped modern Britain. We

will start by focusing on big events such as the Peasants’ revolt, the English Civil War and the

American Revolution. We will then go on to look at movements to help groups who were badly treated

such as the anti-slavery movement, the Match girls and Dockers’ strikes, Women’s rights and the race

riots in Brixton.

British studies – Elizabethan England 1558 -1603

This section focuses on the rule of Elizabeth I. We study Elizabeth’s court, her potential marriage

prospects and the difficulties she faced. We also study explorers, the Spanish Armada and other threats

to her reign, such as Mary Queen of Scots. This section will include a site visit to an Elizabethan site.

Two exams each two hours in duration



Lawyer, Barrister, Researcher, Archaeologist, Teacher, Politics, Government jobs including MI5/6, Civil

Service jobs and the financial sector.

Subject Leader: Mrs Smith

Specification: AQA Understanding the Modern World

-America/Asia, Shaping the Nation-Britain

Geography

Subject Leader: Mrs Hardy

Specification: AQA


Three examinations at the end of the course. Two exams, 1 hour, 30 minutes in duration and one of 1 hour 15 minutes.




Conservationist, Town planner, Transport planner, Accountant, Police, Teacher, Lawyer, Surveyor, Architect, Travel Agent, Journalist, Estate Agent, Armed Forces, Market Research, the list is endless!

OPTION 1

Paper 1 – Living with the physical environment

The Challenge of Natural Hazards – find out about tectonic hazards, weather hazards and climate

change.

The Living World – you will learn about the interrelationships of ecosystems and study two ecosystems

in detail (tropical rainforests and hot deserts).

Physical Landscapes in the UK you will learn how river and coastal processes shape our country.

Paper 2 – Challenges in the human environment

Urban Issues and Challenges – you will learn about the opportunities and challenges that cities face by

studying two major cities in detail (Liverpool and Rio de Janiero).

The Changing Economic World – find out about global variations in economic development and the

different strategies used to reduce the development gap. You will also look at how the UK’s economy has

changed over time.

The Challenge of Resource Management – find out about how the changing demand in resources can

provide challenges and opportunities.

Paper 3 – Geographical applications

Issue Evaluation – you will be given information about a geographical issue arising from any part of the

compulsory part of the course. You will then have to use your critical thinking and problem-solving skills

to interpret, analyse and evaluate the resources (including maps, photographs, graphs, satellite images

and quotes from different interest groups). The resources will be released 12 weeks before the exam to

allow familiarity and you will be expected to consider physical and human inter-relationships as well as

make judgements on potential solutions to the issue.

Fieldwork – you will be required to undertake 2 geographical enquiries that relate to subject content and

cover both physical and human geography. You will then write up the enquiries, presenting and analysing

the data, before drawing conclusions and evaluating your work. In the exam, you will have to recall your

processes and answer questions on hypothetical fieldwork.

Please note: Fieldwork is a compulsory element of this course and is assessed as part of the paper 3 exam

Paper 1: Listening

Students are assessed on their understanding of standard spoken French by one or more speakers in a

range of public and social settings. Students will respond to multiple-response and short-answer open

response questions based on a recording featuring male and female French speakers.

Paper 2: Speaking in French

Internally conducted and externally assessed.

The speaking examination consists of a role-play, a picture-based task and a conversation based on two

themes.

Students are assessed on their ability to communicate and interact effectively through speaking in

French for different purposes and in different settings.

Paper 3: Reading

Students are assessed on their understanding of written French across a range of different types of texts,

including advertisements, emails, letters and articles. Students are required to respond to

multiple-response and short-answer questions based on these texts.

Paper 4: Writing

Students are assessed on their ability to communicate effectively through writing in French for different

purposes and audiences. Students are required to produce extended responses of varying lengths and

types to express ideas and opinions in French.

French

Subject Leader: Mrs Hendey



Four externally assessed written papers completed between April and the end of May in Year 11.




Languages complement any careers path. A Languages qualification could lead you into STEM, tourism, journalism, sport, law, the digital/tech/media sector, the police and border force, The Armed Forces. Languages graduates often begin on a higher salary than other graduates.

OPTION 1 & 3

The course is designed to extend candidates’ practical skills and knowledge of food. It focuses on food production and food service as an introduction to the catering industry. It will equip learners with the knowledge, understanding and skills required to cook and also to apply the principles of food science, nutrition and healthy eating.

Following this qualification will encourage learners to cook and enable them to make informed decisions about food and nutrition in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

Areas of Content

1. Food commodities e.g. cereals, fruit and vegetables, sugars, dairy, fats, meat/fish and vegetarian alternatives. The course will look at their value in the diet, their working characteristics, and experiments to understand changes occurring during cooking and also current recommended guidelines for a healthy diet. 2. Principles of nutrition - the role of the main nutrients in the diet, their sources, function and deficiency diseases. 3. Diet and good health 4. The science of food 5. Where food comes from 6. Cooking and food preparation

Dishes cooked will include a wide range of dishes - main meal dishes, vegetable dishes, pastries, cakes, sauces, dishes for special diets, starters, desserts etc.

It is expected that students will cook every week in order to develop their practical skills and to produce a wide range of high quality dishes.

Food Preparation & Nutrition OPTION 1 & 3

Subject Leader: Mrs James

Specification: Eduqas


COMPONENT 1: Principles of food preparation and nutrition

Written examination (50% of qualification) to be taken at the end of Year 11, comprising short and extended answers.

COMPONENT 2: Food preparation and nutrition in action - controlled assessment (50% of qualification). Two parts to be undertaken in Year 11:

1. An investigative assessment worth 15% (8 hours) e.g. find the most suitable ingredients to produce a crisp pastry or investigate the different methods used to thicken sauces. A report of 1500 words will be produced.

2. A food preparation assessment worth 35% (12 hours). Plan, prepare, cook and evaluate 3 dishes to suit a specific dietary need such as the cuisine of another country or a special diet such as vegetarianism. A report will be produced of 15 sides of A4 in length.




As well as providing students with essential life skills it will prepare them for further education and employment within the Hospitality, Catering and Food Industry and in addition links well with careers in a wide range of sectors such as Environmental Health, Nutrition, Events & Marketing, Journalism, Medicine, Nursing, Teaching, Child Care and Sports Science to name but a few.


Vocational Qualification in Health and Fitness

OPTION 1

Course Leader: Mrs P Langley

Specification: NCFE

This qualification is appropriate for learners who are looking to develop a significant core of knowledge and understanding in health and fitness and it encourages the use of knowledge and practical tools to focus on supporting people with specific health and fitness goals.

The course will develop the following skills:

Team working – the qualification requires learners to work with others on small tasks

Communication skills

Analysis of data and making decisions that are essential for the health and fitness sector, such as

evaluation skills, responding to data, independent working, working to deadlines, and efficient use of

resources.

The knowledge and skills gained will provide a secure foundation for careers in the health and

fitness industry

Structure & Content will include:

Understanding the functions of the body systems, understanding of the principles of training, knowing how the body reacts in the short- and long-term to fitness activities, how to create and apply lifestyle analysis tools and how to create a fitness programme.


Level 1 performance

points available

2021 GCSE

Grade Equivalent

Level 2 performance

points available

2021 GCSE Grade

Equivalent

Pass 1 Pass 4

Merit 2 Merit 5.5

Distinction 3 Distinction 7

Distinction* 3 Distinction* 8.5


One written paper completed in November of Year 11 with an opportunity to re-sit in March. This counts

as 40% of the course. Synoptic Project (Coursework) started in January of Year 11. This counts as 60% of

the course.


The qualification will appeal to learners who wish to pursue a career in the health and fitness sector

through a variety of occupations such as Health Assistants, Fitness Instructors and Personal Trainers or

progress onto further study.

N.B. The running of this course is dependent on sufficient pupil numbers.

This qualification is designed for learners who want an introduction to business and enterprise that

includes a vocational and hands-on element. It has been developed to enthuse and inspire learners

about a career in business and enterprise. The qualification will appeal to learners who wish to either set

up their own business, move into employment, or progress onto further study.

The course will develop the following skills:

Team working – the qualification requires learners to work with others on small tasks

Communication skills

Presentation skills – learners will learn to present their work to those around them in a suitable

way and will also learn the most appropriate way of communicating as an entrepreneur.

Use of initiative – learners will learn what initiative is and why it is important for an entrepreneur or

business person

Working independently – learners will understand how to work independently on specific tasks.

Structure & Content will include:

Introduction to Business (Aims and Objectives / Entrepreneurs), marketing, finance, human resources

(recruitment / employment), customer services.

Vocational Qualification

in Business & Enterprise OPTION 2

Course Leader: Mrs P Langley

Specification: NCFE


One written paper completed in November of Year 11 with an opportunity to re-sit in March. This counts

as 40% of the course. Synoptic Project (Coursework) started in January of Year 11. This counts as 60%

of the course.




Retail, self-employment, marketing, market research, advertising etc.

Level 1 performance

points available

2021 GCSE

Grade Equivalent

Level 2 performance

points available

2021 GCSE Grade

Equivalent

Pass 1 Pass 4

Merit 2 Merit 5.5

Distinction 3 Distinction 7

Distinction* 3 Distinction* 8.5

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.html

Business plays a significant role in shaping the way we live. We aim therefore not only to develop

students’ understanding of what it means to set up and operate a business but also to empower them to

think about current business and economic issues such as the impact on the environment, and inequality

in the workplace. Students will quickly appreciate how Business Studies relates to the real world of

business and the community at large outside the classroom.

This is a popular subject at GCSE. It paves the way to ‘A’ Level, ‘T’ Level and BTEC qualifications. It also

offers clear progression to higher education courses such as Economics, Business, Management, Law,

Accountancy, and Marketing. All pupils study a full GCSE in Business Studies which consists of 2 units:

Students are expected to read widely about the world of business, and to have a real interest in current

affairs, in order to be able to fully engage with a subject where expectations are very high.

Business Studies aims to help students to develop a variety of key transferable skills such as quantitative

analysis of business data, problem solving and working with others. Students will be taught how to

evaluate information and how to structure clear and concise answers.

Students with enterprising minds will need to be ready to take on this new, interesting, challenging and

rewarding subject.

Theme 1: ‘Investigating Small Business.’ (Paper code: 1BSO/01)

Written examination: 1 hour and 30 minutes 50% of the qualification

Content overview

Topic 1.1 Enterprise and entrepreneurship

Topic 1.2 Spotting a business opportunity

Topic 1.3 Putting a business idea into practice

Topic 1.4 Making the business effective

Topic 1.5 Understanding external influences on

Theme 2: ‘Building a Business.’

(Paper code 1BSO/02)

Written examination: 1 hour and 30 minutes 50% of the qualification

Content overview

Topic 2.1 Growing the business

Topic 2.2 Making marketing decisions

Topic 2.3 Making operational decisions

Topic 2.4 Making financial decisions

Topic 2.5 Making human resource decisions

Subject Leader: Mr A Love

Specification: Business Studies (9-1) Edexcel


Two exams at the end of Year 11 - each 90 minutes in duration.




Marketing, retail, law, accountancy, Human resources, teaching, the Civil Service, sales, insurance, industry and business ownership, amongst others!

Business Studies OPTION 2 & 3

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.html

Pupils will have 5 hour lessons over 2 weeks, which will predominantly be theory based, with opportunities to develop practical skills. Practical Element

Pupils will have the opportunity to partake in the following activities during the GCSE PE practical lessons at lunchtimes and afterschool:

Team Individual

Volleyball Trampolining

Handball Badminton

Pupils are expected to participate in a sport outside school. They will have to submit video evidence that conforms to the AQA specification, showing the skills in practice and competitive scenarios. Towards the end of the course (March 2022), a moderator will visit school to watch the pupils’ performances in a practical activity - this will also be filmed (30% of the course).

Pupils will be expected to attend compulsory clubs held during one lunchtime a week; this will help support their learning. The final 10% of the course will be an analysis and evaluation of their performance or another athlete, which is coursework based (a written portfolio).

Summary

Pupils must be on target or above in both effort and progress in PE

Attend lunchtime clubs

Attend theory club for revision and any extra help with their work

Pupils must be prepared to be filmed in practical lessons/assessment

Complete homework to a high standard

Have the correct PE kit every lesson

Physical Education OPTION 2

Subject Leader: Mrs Smith

Specification: AQA


The Physical Education course now consists of 60% theory, 30% practical and 10% coursework. The theory aspect of the course will culminate in two exams (both worth 30% each), to be taken in summer 2022.




Physiotherapy, Coaching, Sports Management, Performance Analysis, Sports Media, Sports Retail, Sports Science, Sports Nutrition, P.E Teacher.

GCSE Music is about making and listening to music. Pupils will be introduced to a wide variety of musical styles, from popular music to jazz, and film music to western classical music. They will learn to identify key features and characteristics of different musical genres.

Pupils will develop the skills required to compose music as well as to perform as a solo artist and as part of an ensemble.

Course requirements:

All candidates starting the course must:

Be able to play a musical instrument or be a competent singer.

(Grade 2 standard or higher).

As part of the course, all GCSE pupils are required to attend band or choir. Pupils who are not confident reading notation are required to attend extra music theory lessons.

Music OPTION 2

Subject Leader: Mr Warrington

Specification: AQA


Pupils will complete one written paper involving writing a response to unfamiliar music and writing about set study pieces.

Internally assessed/externally moderated: Pupils will be assessed in a solo and ensemble performance.

Internally assessed/externally moderated: Pupils will write a composition to a brief and create their own piece.




Music encourages skills which are transferable in many jobs such as team work, confidence building, problem solving, creativity, technology, discipline, memory, co-ordination and more. This can lead to a variety of careers, such as: Musician, Teaching (primary/secondary), Studio Engineer, Web Design, Media, Business, Events, Arts Admin, Community Arts, Marketing, Radio, Music Therapy, Private Tutor, Sound Design, Theatre, Teaching Assistant, Bar work, Music Management and Sales.

You will enjoy working in a range of different areas covering drawing, painting, ceramics and sculpture. This course is designed to enable you to experience a wealth of disciplines within art, whilst building your skills and helping you to discover your strengths. Not only will you enjoy the course, you will also develop your skills in researching, planning, designing and creating imaginative personal pieces.

Sketchbook During the course, you will produce an A3 sketchbook that you will fill with personal ideas, research, designs and annotations, but most of all your own personality, imagination and style.

Drawing You will develop your skills in working with an array of different media including graphite and coloured pencils, fine liner, chalk and oil pastels, etc. All these will allow you to create your own confident studies taken from both observation and your imagination.

Painting You will enjoy working on personal pieces, both large and small, developing your skills in both the application of water colours and acrylic paint on a range of surfaces including paper, ceramic and canvas.

Ceramics During the course, you will continue to develop your skills by working with a broad range of techniques in different media to develop and create your own personal three dimensional pieces. These pieces will range from portraits, figures, pots, etc. Also, in the process you will discover how to create unique surfaces through the application of texture modelling, techniques, paints and glazes.

Art & Design OPTION 2

Subject Leader: Mrs Wright

Specification: AQA ‘Unendorsed’


Portfolio of Work/Controlled Assessment

You will produce two units of work, each based on a different theme. These allow for a range of materi-als and techniques to be used and developed in an individual way. From the work that you produce, you are to present a personally selected portfolio of work. Your portfolio submission will comprise approxi-mately 45 hours of work. Your controlled assessment/portfolio amounts to 60% of your total mark.

Externally –Set Task / External Assessment

At the end of your course in Year 11, you will complete a ten hour examination, otherwise known as a controlled assessment. This is divided up over two days and is developed from a set question paper. The question paper has seven themed questions from which you will choose one. It does allow for personal freedom as the questions cover a broad range of areas to suit every student’s interest and strengths, giving you the opportunity to work in techniques that you enjoy and are strong in. Your controlled assessment makes up the remaining 40% of your total marks.




Architect, Graphic Designer (web design, editorial design), Art Therapist, Illustrator, Photographer (photojournalist, documentary photographer, fashion photographer), Curator, Practicing Artist (painter, printmaker, ceramicist, glass blower).

Now running as a GCSE course as a separate endorsement of Art and Design. Both courses follow the same two unit specification. You will be introduced to a variety of experiences exploring a range of lens-based and light-based media, techniques and processes, including both traditional and new technologies.

You should explore relevant images, artefacts and resources relating to lens-based and light-based media from the past and from recent times, including European and non–European examples which should be integral to the investigating and making process. Responses to these examples must be shown through practical and critical activities which demonstrate your understanding of different styles, genres and traditions.

This course is strongly linked to the Art and Design specification and therefore will require you to approach your work in a creative and visual way. You will be required to add some form of drawing into your sketchbook. Written annotation and evaluation of your work is also a requirement of the course. You will be learn to manually edit your photographs, this can be done in a variety of different ways. Some interest in Art and Design is necessary for the successful completion of this course. You may use sketchbooks/workbooks/ journals/e-books to support your work where appropriate.

Equipment - Essential to success in this course is for each pupil to have access to a device (this does not include a mobile phone) on which they can upload, edit and manipulate photographs. If you have concerns regarding this, then please contact Mrs Wright as soon as possible to discuss this.

Specialised photographic equipment is not essential for this course as the majority of mobile phones have high resolution cameras and video editing. However mobile phone leads are needed in order to upload your images to your device.

Photography: Lens-based

and Light-based Media

OPTION 3

Subject Leader: Mrs Wright

Specification: AQA


Portfolio of Work/Controlled Assessment You will produce two units of work, each based on a different theme. These allow for a range of materials and techniques to be used and developed in an individual way. From the work that you produce, you are to present a personally selected portfolio of work. Your portfolio submission will comprise approximately 45 hours of work. Your portfolio amounts to 60% of your total mark.

Externally –Set Task / External Assessment Towards the end of your course in Year 11, you will complete a ten hour examination, otherwise known as a Controlled Assessment. This is divided up over two days and is developed from a set question paper. The question paper has seven themed questions from which you will choose one. It does allow for personal freedom as the questions cover a broad range of areas to suit every student’s interest and strengths, giving you the opportunity to work in techniques that you enjoy and are strong in. Your Controlled Assessment makes up the remaining 40% of your total marks.




Graphic designer, magazine features editor, medical illustrator, photographer, press photographer, film/television camera operator

The Edexcel Drama GCSE qualification is a creative and accessible course. It is an interesting

combination of studying plays and exploring all the elements involved in theatre such as set design,

costume, sound, lighting - and of course creating your own original work. Students are given the

opportunity to work in a variety of ways - not solely acting - depending on their strengths and interests.

Who should do this course?

Anyone in Year 9 can do this course! This is an exciting and flexible course that allows students to work

to their strengths. There is a practical side to the course where you can choose to create and perform

your own plays, or you could direct other actors, or even design costume or sound for the plays that

others in the class have devised. There is written work based on whatever practical elements you

choose to do. This course is excellent preparation for the future and for the world of work. It will develop

your confidence, teach you how to present yourself, teach you how to work with and lead others.

Drama OPTION 3

Subject Leader: Mrs King



Coursework Component 1 – 40% of your GCSE:

Students work with their teacher and each other to devise their own plays. Students are given the

choice to be a performer or a designer. This work is performed only for the teacher and is marked by

the teacher.

Coursework Component 2 – 20% of your GCSE:

Students will read a play with their teacher. In either small groups, pairs, or as individuals (students

choose for themselves), two short extracts of this play are either performed or designed for. An outside

examiner will mark this.

Examination Component 3 – 40% of your GCSE (1 hr 45 mins):

The Drama examination - set text “DNA” by Dennis Kelly

We study and explore this play together in class. We learn how to design the costumes, the set, the

lighting and how to direct the actors who take on the characters. The exam asks us to explain and

justify our creative ideas.

We are also asked to review one piece of live theatre - so that means we actually go to the theatre as

part of our course!




Drama encourages skills which are transferable to many jobs - team work, confidence , problem solving,

creativity, use of technology, discipline, memory and presentational skills. This can lead to a variety of

careers in areas such as: Acting, Teaching, Law, Studio Engineering, Events Management, Radio, TV,

Drama Therapy and a variety of roles within the Theatre.

From Apple to Dyson and from Alessi to Rubik, product designers have shaped the modern world in which we live.

A course in Product Design fundamentally offers pupils the opportunity in the curriculum to identify and solve real problems by designing and making products. These real life problems will be set in a wide range of appropriate contexts.

Product Design also develops pupils’ capacity for imaginative, innovative thinking, creativity and independence. Pupils will have the opportunity to analyse and evaluate situations, design and make products as well as appraise their performance. They will be provided with the opportunity to work with a range of materials and ICT including both 2d and 3d modelling software which will lead to manufacturing products with the laser cutter and 3D printer.

These 5 clear and distinct topic areas will be investigated by all pupils as their core areas of study:

design and technology and our world

smart materials

electronic systems and programmable components

mechanical components and devices

Materials

With the specialist area being thermoforming and thermosetting polymers (Plastics)

Product Design

Focus Area – Plastics Including 3D Printing.

OPTION 3

Subject Leader: Mr Shaw

Specification: Eduqas


Unit 1: An externally assessed examination, 50% of the final grade.

Students apply their knowledge and understanding of Design & Technology through multiple-choice, short answer and extended-writing type questions.

Unit 2: An internally assessed unit will be undertaken using controlled assessment. As part of the controlled assessment, students will be asked to complete their work in approximately 35 hours of class time. This 35 hours will be broken down to reflect the appropriate amount of time relevant to each criteria. The context for this design and make project will be set by the exam board.




There is a range of apprenticeships that link to an interest in design technology, including: junior product designer. theatre set carpenter. farrier. service technician. civil engineering technician. plumber. design and draughting technician, engineering model maker.

Computer science is about solving problems and making things work in better ways. It will allow

children to explore how software and hardware can be used to fix problems in science, business and

society as they learn about design and development. There is also an important human side to

computer science, as computers fix problems to help people. Computer science is everywhere! From

music and media, to sport, fashion and health, computing is part of every aspect of life. Computing is

just as important for children to learn as subjects like maths or science. Choosing to study computer

science can boost your career options, opening a world of possibilities for the future! It helps if you are

reasonably good at maths and enjoy problem solving.

Computing opens up new ways of thinking - and is a powerful tool to help solve problems. It is helping to tackle the world’s biggest issues, like climate change and improving and saving lives around the World. Particular topics of study are the central processing unit (CPU), computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software, and ethical, legal, cultural and environmental concerns associated with computer science. You will develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators. A programming task is undertaken to develop skills in designing, writing, testing and refining programs using Python programming language.

Computer Science OPTION 3

Subject Leader: Mr Richman

Specification: OCR


Computer Science is assessed through two written examinations. Each exam is worth 50%. Programming is a core skill which continues to be a focal point of our updated GCSE. Candidates are required to develop programming skills as part of the GCSE. These skills will reinforce and support access to the content in the GCSE written examinations.




Computers can affect almost every aspect of our lives, there are career opportunities in all areas of

industry: from cyber security, health, to more creative fields - like game development, graphic design, or

digital journalism, sport performance or fashion design.

Computer science skills are in high demand across many different industries. For example; financial

organizations, management consultancy firms, software houses, communications companies, data

warehouses, multinational companies.

In a recent study computer science is the 5th and 9th highest earning university course in England.

Welcome to the DofE! By doing your Duke of Edinburgh Award, you're in for an amazing adventure and

masses of fun as you take part in a range of activities, all leading to the achievement of an award that's

recognised by universities and employers alike.

Within the DofE programme, you will complete 4 sections all leading to the Bronze Award; from here you

could go on to complete the Silver and Gold Awards. You'll find yourself helping people or the community,

getting fitter, developing skills, going on an expedition and taking part in a residential activity (Gold only).

The 4 sections are, Volunteering, Physical, Skill and Expedition

You will be guided through the award by the Leader and Co-ordinators in school and you will do your ex-

pedition through/with school. The other three sections will be completed in your own time.

The best bit is - you get to choose what you do!

Your programme can be full of activities and projects that get you buzzing, and along the way you’ll pick

up experiences, friends and talents that will stay with you for the rest of your life.

If you need any further information, talk to your D of E Leader.

Please note, there will be a cost for registration for the Duke of Edinburgh’s Award. The school

has a small hardship fund to support the Duke of Edinburgh Award Scheme and, as such, no

pupil should be deterred from taking this award.

Extra Curricular


hoies at 14+

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